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Dial "D" For DNA

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A slide show developed to help students better understand DNA and blood typing.

A slide show developed to help students better understand DNA and blood typing.

Published in: Economy & Finance, Technology

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  • 1. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] A Webquest for 10 th Grade Biology Designed by: Ms. Emily Choponis [email_address] Based on a template from The WebQuest Page
  • 2. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] There is a big problem at Mooresberry General Hospital! Three babies were born at exactly the same time and old nurse Betsy didn’t put nametags on their cribs! Because all the babies are female, no one knows which baby belongs to which family! The doctor calls your forensic team along with other teams to figure out where the babies belong before the families find out about the mishap. Using DNA, can you figure out which baby goes where and help Mooresberry General Hospital avoid a serious lawsuit? The first team to correctly identify the babies will keep their job, and get an unexpected bonus!
  • 3. Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] The parents, Mr. and Mrs. Jones, Mr. and Mrs. Smith, and Mr. and Mrs. Kopczech are all asking to see their precious little ones. Can you help the hospital staff sort out this mess before the parents become suspicious and start asking too many questions? I smell a lawsuit…. Parent’s Blood-types Baby’s Blood Types Mr. Jones O Baby 1 - AB Mrs. Jones B Mr. Smith A Baby 2 - O Mrs. Smith B Mr. Kopczech AB Baby 3 - A Mrs. Kopczech O Can you figure it out? The clock is ticking!!! Title
  • 4. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]
    • In order to accomplish your mission, you will have to complete the following steps in entirety. There are other teams working on this case, the first to complete all the steps and solve the mystery will keep their job, AND be rewarded a special bonus!
    • PROCEDURE:
    • Teams are 2-3 students working together.
    • One will be the recorder, and write down all findings.
    • One will be the presenter, who explains the team’s findings to the class.
    • Use notes, the web (helpful links provided), and/or previous DNA assignments to complete this mystery.
    • Team must submit all work associated with solving this problem. (Punnett Squares, etc.)
    • Team must submit a written evaluation explaining their work, what their conclusion was, and why they believe that conclusion is correct.
    • Team must explain their methods to the class at the end of this exercise.
    • Conclusion and summary must be typed, double space, in 12 font and must be at least a half of a page in length and no more than one page. (work done must be stapled to the back of the summary.)
    • Helpful Links to solving the Great Baby Swap Mystery:
    • What are Blood Types?
    • BrainPop - Blood Type Movie
    • Punnett Square Help
  • 5. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score Summary and Conclusion Just the answer, no explanation as to how the answer was obtained. (0-1 point) Some description as to how group arrived at conclusion. Not in complete sentences or in any real order. (2-6 points) Includes how the conclusion was obtained with work included. Some errors, but understandable. (7-9 Points) Clear and concise essay on procedure, what sources were used, all work, and how the conclusion was obtained. (10 Points) 10 Pts Possible Presentation of Findings Does not clearly explain procedure and methods of arrival at conclusion. Only one group member participates. (0-1 point) Describes a portion of how conclusion was met, but all group members do not participate and information is not consistent with conclusion (1-2 points) All members of group participate in presentation in some way. Information is presented to the class in how the group arrived at the conclusion (3-4 points) All Group members participate equally in presenting an accurate account of all work and methods used in obtaining conclusion. (5 points) 5 pts. Possible Grade Range 0-2 Points (F) 3-8 Points (D to C-) 10-13 Points ( C to B) 15 Points (A) 15 Pts. Possible
  • 6. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] By completing this assignment, you and your team will have a better understanding of how DNA affects our lives. It will also help you for the test coming up as there will be many questions on genetics!
  • 7. Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Thank you to all the sites from which I derived pictures and references. Baby Picture What are Blood Types? BrainPop - Blood Type Movie Punnett Square Help How to get back to the Webquest Page: The WebQuest Page and The WebQuest Slideshare Group
  • 8. Dial “D” For DNA [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Designed by Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion A Webquest for 10 th Grade Biology Created at Colorado State University Education 331 Ms. Emily Choponis [email_address]
  • 9. Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion There is a big problem at Mooresberry General Hospital! Three babies were born at exactly the same time and old nurse Betsy didn’t put nametags on their cribs! Because all the babies are female, no one knows which baby belongs to which family! The doctor calls your forensic team along with other teams to figure out where the babies belong before the families find out about the mishap. Using DNA, can you figure out which baby goes where and help Mooresberry General Hospital avoid a serious lawsuit? The first team to correctly identify the babies will keep their job, and get an unexpected bonus!
  • 10. Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This assignment is designed for 8 th grade to 10 th grade science/biology students. It is an exercise to help explain genetics and how blood types can sometimes be used to identify people. Before beginning this lesson, students will have had to be introduced to basic genetics including how to make a punnett square and also should have been introduced to blood types and how they work (AB, BO, AO, OO etc…) Evaluation Teacher Script Conclusion
  • 11. Curriculum Standards (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
    • What will students learn as a result of this lesson? Describe the outcomes succinctly. Use the language of existing standards. For example:
    • Science and Biology Standards Addressed
      • Recognize how genetics and blood types are helpful in identifying people in certain instances
      • Learn how blood types work and boost understanding of the mechanisms of blood types on a basic level.
      • This lesson will not only help the student’s understanding of the material, but it will also teach them how to work in teams to reach an answer, how to explain the process they used to arrive at their conclusion, how to write a basic lab report, and how to explain the work they’ve done to their peers.
    Evaluation Teacher Script Conclusion
  • 12. The Process (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson should only take one class period to complete, but extra time may be given for the typed essay if computer usage is limited. Variations This lesson could be carried out in the computer lab, or you could display the power point and have them work on it in class if computer use for each group is not available. Evaluation Teacher Script Conclusion
    • In order to accomplish your mission, you will have to complete the following steps in entirety. There are other teams working on this case, the first to complete all the steps and solve the mystery will keep their job, AND be rewarded a special bonus!
    • PROCEDURE:
    • Teams are 2-3 students working together.
    • One will be the recorder, and write down all findings.
    • One will be the presenter, who explains the team’s findings to the class.
    • Use notes, the web (helpful links provided), and/or previous DNA assignments to complete this mystery.
    • Team must submit all work associated with solving this problem. (Punnett Squares, etc.)
    • Team must submit a written evaluation explaining their work, what their conclusion was, and why they believe that conclusion is correct.
    • Team must explain their methods to the class at the end of this exercise.
    • Conclusion and summary must be typed, double space, in 12 font and must be at least a half of a page in length and no more than one page. (work done must be stapled to the back of the summary.)
    • Helpful Links to solving the Great Baby Swap Mystery:
    • What are Blood Types?
    • BrainPop - Blood Type Movie
    • Punnett Square Help
  • 13. Resources (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
    • What may be helpful in executing this lesson:
      • The text books used in class containing previously learned genetic lessons.
      • Notes on genetics the students have already taken.
      • A computer for each group. (optional)
      • Internet access so they may check the helpful sites on the slides. (optional)
      • Any extra information on genetics and/or blood types that may be available to them. (optional)
    • One teacher is enough to implement this lesson. It may be done in a computer lab or a classroom.
    Evaluation Teacher Script Conclusion
  • 14. Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score Summary and Conclusion Just the answer, no explanation as to how the answer was obtained. (0-1 point) Some description as to how group arrived at conclusion. Not in complete sentences or in any real order. (2-6 points) Includes how the conclusion was obtained with work included. Some errors, but understandable. (7-9 Points) Clear and concise essay on procedure, what sources were used, all work, and how the conclusion was obtained. (10 Points) 10 Pts Possible Presentation of Findings Does not clearly explain procedure and methods of arrival at conclusion. Only one group member participates. (0-1 point) Describes a portion of how conclusion was met, but all group members do not participate and information is not consistent with conclusion (1-2 points) All members of group participate in presentation in some way. Information is presented to the class in how the group arrived at the conclusion (3-4 points) All Group members participate equally in presenting an accurate account of all work and methods used in obtaining conclusion. (5 points) 5 pts. Possible Grade Range 0-2 Points (F) 3-8 Points (D to C-) 10-13 Points ( C to B) 15 Points (A) 15 Pts. Possible
  • 15. Teacher Script (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page If the facilitator of this lesson is teaching in the classroom, where each group does not have immediate access to a computer, he or she may want to read through each slide and explain any questions students may have. He or she may also want to print off the handout included on this page so that the students have something to refer to while completing the lesson. If the facilitator of this lesson is in the computer lab, and each group has their own computer, he or she may simply want to walk around to keep students on task and answer any questions they may have. Handout (optional) Optional handout for webquest.pdf This page is linked to the Process segment off of the Teacher Page Evaluation Teacher Script Conclusion
  • 16. Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion This lesson is designed to help with the understanding of blood types and how they can be helpful. It will allow students to practice punnett squares and how they can help sort out this kind of information. Genetics is taught in all science and biology courses and can be very fun to teach and to learn. Turning a problem into a mystery may help students appreciate the material a little more than they normally would .
  • 17. Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Websites where information was obtained: Picture of Babies What are Blood Types? BrainPop - Blood Type Movie Punnett Square Help Links to: The WebQuest Page and The WebQuest Slideshare Group Evaluation Teacher Script Conclusion